by Charles COUTEL

History is watching us. It is time to protect the children of the Republic's school from intersectional ideology, identity and racial manipulations and decolonial pedagogy, particularly within teacher training and in the university institution. It is now a question of alerting public opinion to the consequences of this pedagogical fanaticism not only in the human and social sciences at university, but also on the need to protect the children of the Republic's school from all those who would like to establish statistics on the race (sic) and sexuality of children from primary school, based on the frameworks of intersectionality and identity and decolonial drifts. The Masters' training models are not spared from this ideological infiltration.

Intersectionality is a “ concept introduced in 1989 in the social sciences by Kimberlé Crenshaw to theorize a certain approach to the intersection of oppressions, by positioning each individual at the intersection of social relations of race, class and gender " as researchers in the Humanities and Social Sciences point out in a 2019 article. In this respect, this American catch-all principle makes it possible to work from fundamental ethical prohibitions of the State civil service, such as the ban on establishing racial, sexual or ethnic statistics. This project, which is slow to mature but requires great perseverance, is a long-standing one. In 2003, a sociologist affiliated with the CNRS already stated that " The delay in taking into account gender and ethno-racial discrimination is due to the fact that recognising the presence of ethno-racial discrimination at school would undermine the republican and universalist ideal of an egalitarian school, which would treat all pupils in the same way and allow their “integration” » (Lorcerie, 2003). The drift of the presence of inequalities in society towards a racist school that produces segregation is posed. And this is the anchor point of intersectional theories, their legitimate object of research from which they justify their presence and their work in the school of the Republic: that of the field of inequalities. The error consists in maintaining the idea that the main goal of the school would be, in their eyes, to reduce socioeconomic inequalities; however, in the republican tradition, the goal of the school institution, then university, is indeed toemancipate through the transmission of knowledge and humanist culture and notenlist in the service of any ideology.

Fortunately, the Education Code updated in 2021 did not wait for this intersectional work to take stock of the territorial issues and inequalities that exist there, as demonstrated in its Article 1.^er L111-1: 

« The public education service (…) contributes to equal opportunities and to combating social and territorial inequalities in terms of academic and educational success (…) It ensures the inclusive schooling of all children, without any distinction. It also ensures the social diversity of school populations within educational establishments (…). In addition to the transmission of knowledge, the Nation sets as the primary mission of schools to share the values ​​of the Republic with students. The public education service ensures that all students acquire respect for the equal dignity of human beings, freedom of conscience and secularism. Through its organization and methods, as well as through the training of the teachers who teach there, it promotes cooperation between students. »

But the militancy of intersectional ideologues, who have little concern for this intellectual rigor, believes that the problem lies elsewhere and that only identity, racial or sexual statistics (sic) would be able to produce a single result justifying a school that deliberately provides inequalities in the name of a supposed state racism. By the process of collecting data from children's speech of the action research or applied research type, there is a great risk of carrying out psychological manipulation, of perverting children's speech, of introducing confusion into their thoughts. However, we strongly and vigorously recall article 141-5-2 of the Education Code and the prohibitions of manipulation or pressure towards children: 

« The State protects the freedom of conscience of students. Behaviors constituting pressure on students' beliefs or attempts to indoctrinate them are prohibited in public schools and local public educational institutions, in their immediate vicinity and during any activity related to education. Failure to comply with this prohibition is punishable by the fine provided for fifth-class contraventions. ».

We must denounce all this approximate research which, claiming to defend the values ​​of the Republic, in fact seeks to explain the educational future of students through theories mobilizing politicized and identity-based categories, such as those of race and gender. This research, which allows for intersectional concepts and identity categories imposed on students and even on practicing teachers, gives rise to dangerous work, not hesitating to speak of a state racism who would express themselves, particularly at school. These researchers, rightly attached to academic freedom, in fact abuse freedom of expression within republican institutions, confusing activism and teaching. This ideological work therefore directly clashes with the republican principle of secularism and can be described asillegal with regard to the Education Code. The public authorities must therefore intervene urgently, both in the profile of certain teacher-researcher positions and in certain modules appearing in the models of Masters dedicated to Teacher Training.

And beware of the recovery of approximate and ideological research by anti-republican political projects. This is why limits are precisely set in research and included in the Education Code which states in its article L141-6 that: 

« The public higher education service is secular and independent of any political, economic, religious or ideological influence; it strives for the objectivity of knowledge; it respects the diversity of opinions. It must guarantee teaching and research their possibilities for free scientific, creative and critical development. ».

In the specific case of the INSPE components, two ministries (National Education and Higher Education and Research) share the same Education Code, a real bulwark against the ideological drifts that are trying to infiltrate teacher training in particular. It is therefore necessary for the public authorities to protect all pupils, students and trainees from identity experiments or investigations based on their origins, their affiliations or their real or supposed sexuality (sic).

It is up to the public authorities to take full responsibility.